Some resources for teaching concurrency

Gopalakrishnan, Ganesh; Yang, Yi; Vakkalanka, Sarvani; Vo, Anh; Aananthakrishnan, Sriram; Szubzda, Grzegorz; Sawaya, Geof; Williams, Jason; Sharma, Subodh; DeLisi, Michael; Atzeni, Simone

doi:10.1145/1639622.1639624

Cited by 5 publications

(1 citation statement)

References 16 publications

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“…When viewing aspects of parallel programming in terms of increasing program performance, Brown et al, [ 78 ] considers that the fundamental knowledge which students should master by learning parallel programming includes identifying possibilities of parallelism in a given problem and evaluating the applicability of various parallel strategies in solving problems, Gopalakrishnan et al, [ 79 ] listing the topics which should be covered when teaching parallel programming, such as discussions on parallel programming, illustrating increased performance, providing an overview of certain approaches to parallel programming (MPI, threads), and explaining the memory models. D. P. Bunde [ 63 ] believe that the fundamental concepts that should be taught in parallel programming are: Fork/join, Race condition, Parallel speedup, Load balance.…”

Section: Methodsmentioning

confidence: 99%

Has the time come to teach parallel programming to secondary school students?

Brođanac

Novak

Boljat

2022

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Today, almost every computer has at least one multicore processor. To remain in stride with hardware developments, numerous university faculties oriented towards computer science have introduced parallel programming as an integral part of their courses. The question is, given the availability of parallel architectures, and considering future trends in programming, whether it is time for parallel programming to also become an integral part of the informatics curriculum in secondary schools? This paper presents research conducted in three schools in Croatia over several school years. A total of 162 students from the science-mathematic high schools participated in the research. The results, based on student evaluations, suggest that this course content is equally interesting and somewhat more difficult, and perceived as equally useful as other course content taught to students. Moreover, the findings indicate that students can understand and later apply some of the fundamental concepts of parallel programming.

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